ABSTRACT

“New Assessments for New Reading” traces how radical changes to reading pedagogies complicate the ways instructors assess student reading. Highlighting the gap between calls for collaborative writing assessment (e.g., Gallagher and Turley, 2012) and traditional reading assessment (i.e., quizzes, comprehension questions, and reading responses), “New Assessments for New Reading” offers an evidence-based and rubric-driven framework that allows students to demonstrate and instructors to measure reading development across time, genres, purposes, and texts. In articulating this framework, “New Assessments for New Reading” suggests a realignment of the ways we assign and grade student reading with the ways in which compositionists have crafted writing assignment and grading practices that fully embrace the complexity and individuality of the writing process.